Video games in the classroom

an evaluative study of a training course on the use of video games for teachers in Extremadura

Abstract

The introduction of video games in the classroom is a pending challenge in teacher training. This need, detected and supported by both researchers and educational leaders, supports the planning and development of specialised courses. This study sets out the work carried out in collaboration with the Teachers and Resources Centres of the autonomous community of Extremadura, Spain, through the development and analysis of the process of implementation and development of 4 training courses. Through a mixed evaluative research design, this process is evaluated, considering the development of these training courses as a fundamental tool for curricular adaptation and the integration of video games in the classroom. In order to reach conclusions in this respect, the perceptions and experiences of 59 teachers are examined. The results allow us to identify the profiles most interested in this type of training, as well as the expectations and degree of satisfaction with regard to the suitability, adaptation and practical application of the video game in the educational context of Extremadura. In this way, the training itself is subjected to evaluation, making it possible to identify and expose a training model adapted to the needs and demands of the teaching staff. The evaluation process makes it possible to highlight the greater suitability of face-to-face training compared to other teaching models, as well as the interest of teachers in creating their own video games and teaching experiences, which contrasts to a large extent with the absence of specific training and the difficulties encountered when selecting third-party resources.